Frames of Mind The Theory of Multiple Intelligences by Howard Gardner

446 Notes

339 On N. Chomsky, see his Reflections on Language (New York: Pantheon, 1975). On
J. A. Fodor, see his The Modularity of Mind (Cambridge, Mass.: MIT Press,
1983).

340 The following are works concerned with the effects of culture on the development
of the individual: J. Lave, “Tailored Learning: Education and Cognitive Skills
Among Tribal Craftsmen in West Africa,” unpublished paper, University of Cal-
ifornia at Irvine, 1981; M. Cole, J. Gay, J. A. Glick, and D. W. Sharp, The Cul-
tural Context of Learning and Thinking (New York: Basic Books, 1971); and S.
Scribner and M. Cole, The Psychology of Literacy (Cambridge, Mass.: Harvard
University Press, 1981).

340 Clifford Geertz quotes Gilbert Ryle in C. Geertz, The Interpretation of Cultures
(New York: Basic Books, 1972), p. 54.

340 Geertz’s own statement is quoted in L. A. Machado, The Right to Be Intelligent (New
York: Pergamon Press, 1980), p. 62.

341 M. Cole examines the performance of individuals from different cultures on tests of
intelligence and reasoning in “Mind as a Cultural Achievement: Implications for
IQ Testing,” Annual Report 1979–1980, Research and Clinical Center for Child
Development, Faculty of Education, Hokkaido University, Sapporo, Japan, p.
326. The following works are by contemporary scholars of development and ed-
ucation: J. S. Bruner, Toward a Theory of Instruction (Cambridge, Mass.: Belk-
nap Press of Harvard University Press, 1966); J. S. Bruner, The Process of
Education (New York: Vintage, 1960); J. S. Bruner, J. J. Goodnow, and G. A. Austin,
A Study of Thinking (New York: Science Editions, 1965); J. S. Bruner, A. Jolly,
and K. Sylva, Play: Its Role in Development and Evolution (New York: Penguin,
1976); D. H. Feldman, Beyond Universals in Cognitive Development (Norwood,
N.J.: Ablex Publishing, 1980); D. E. Olson, ed., Media and Symbols: The Forms
of Expression, Communication, and Education (Chicago: University of Chicago
Press, 1974); and G. Salomon, Interaction of Media, Cognition, and Learning
(San Francisco: Jossey-Bass, 1979).

Chapter 13: The Education of Intelligences

348 Jules Henry discusses the central role of education in his “A Cross-Cultural Outline
of Education,” Current Anthropology 1, 4 (1960): 267–305; the quotation is on
p. 287.

352 On the “agents” of education in different cultures, see p. 297 of the title in the pre-
vious note.

354 On becoming a Puluwat navigator, see T. Gladwin, East Is a Big Bird: Navigation
and Logic on Puluwat Atoll (Cambridge, Mass.: Harvard University Press, 1970).

356 Gladwin’s statement “No one could possibly . . . “ is from p. 131 of the book cited
in the previous note.

356 Gladwin’s discussion of the building of “mental models” is from p. 182 of the same
book.

357 On the training involved in becoming an epic singer, see A. B. Lord, The Singer of
Tales (New York: Atheneum, 1965).

357 Lord’s statement concerning imitation is from p. 24 of his book cited in the previ-
ous note.

358 On the rites of the Thonga of Africa, see J. W. M. Whiting, C. Kluckhohn, and A. An-
thony, “The Function of Male Initiation Ceremonies at Puberty,” in E. E. Mac-

Notes 447

coby, T. M. Newcomb, and E. L. Harley, eds., Readings in Social Psychology,
3rd ed. (New York: Henry Holt, 1958), p. 308.
358 On the rituals of American Indian tribes and on the Tikopia of Polynesia, see
M. N. Fried and M. H. Fried, Transitions: Four Rituals in Eight Cultures (New
York: W. W. Norton, 1980).
358 Lamin Sanneh describes the three-month circumcision rite in Senegambia, in a per-
sonal communication.
359 On schooling in the West African bush, see M. H. Watkins, “The West African ‘Bush’
School,” American Journal of Sociology 48 (1943): 666–677; and A. F. Caine, “A
Study and Comparison of the West African ‘Bush’ School and the Southern Sotha
Circumcision School,” MA thesis, Northwestern University, Evanston, Ill., June
1959.
359 On the apprenticeship system, see J. Bowen, A History of Western Education, vol.
I (London: Methuen, 1972), p. 33.
360 On apprenticeship in ancient Egypt, see p. 42 of Bowen’s history, cited in the pre-
vious note.
360 On the history of Indian education, see K. V. Chandras, Four Thousand Years of In-
dian Education (Palo Alto, Calif.: R&E Research Associates, 1977).
360 On apprenticeship among the Anang of Nigeria, see J. Messenger, “Reflections on
Esthetic Talent,” Basic College Quarterly, Fall 1958.
360 On the apprenticeship system of the arabesque wood worker in Egypt, see A.
Nadim, “Testing Cybernetics in Khan-El-Khalili: A Study of Arabesque Car-
penters,” unpublished doctoral dissertation, University of Indiana, 1975.
362 On Koranic education, see D. A. Wagner, “Learning to Read by ‘Rote’ in the Quranic
Schools of Yemen and Senegal,” paper presented in the symposium Education,
Literacy, and Ethnicity: Traditional and Contemporary Interfaces, American Psy-
chological Association, Washington, D.C., December 1980; S. Scribner and
M. Cole, The Psychology of Literacy (Cambridge, Mass.: Harvard University
Press, 1981); and S. Pollak, “Traditional Islamic Education,” unpublished paper,
Harvard Project on Human Potential, March 1982.
363 On the characteristics of traditional education, see M. J. Fischer, Iran: From Reli-
gious Dispute to Revolution (Cambridge, Mass.: Harvard University Press, 1980);
R. A. LeVine, “Western Schools in Non-Western Societies: Psychosocial Impact
and Cultural Responses,” Teachers College Record 79, 4 (1978): 749–755; S. Pol-
lak, “Of Monks and Men: Sacred and Secular Education in the Middle Ages,”
unpublished paper, Harvard Project on Human Potential, December 1982; S.
Pollak, “Traditional Jewish Learning: Philosophy and Practice,” unpublished
paper. Harvard Project on Human Potential, December 1981; and S. Pollak,
“Traditional Indian Education,” unpublished paper, Harvard Project on Human
Potential, April 1982.
365 On the frequent contact between religious groups in the Middle East in medieval
times, see Fischer, Iran [363].
365 Richard McKeon is quoted in the work cited in the previous note, p. 51.
366 J. Symonds’s description of a Renaissance university is cited in Fischer, Iran [363],
pp. 40–41. Fischer’s statement is from p. 40 of the same book.
366 See also articles in D. A. Wagner and H. W. Stevenson, eds., Cultural Perspectives
on Child Development (San Francisco: W. H. Freeman, 1982).
367 John Randall quotes Master Tubal Holofernes in J. Randall, The Making of the Mod-
ern Mind (New York: Columbia University Press, 1926, 1940, 1976), p. 215.

448 Notes

367 Francis Bacon is also quoted on p. 215 of the book cited in the previous note.
368 Erasmus’s views on education are described in J. Bowen, A History of Western Ed-

ucation, vol. 2 (London: Methuen, 1975), p. 340.
369 On the importance of forging close interpersonal relationships in the sciences, see

M. Polanyi, Personal Knowledge (Chicago: University of Chicago Press, 1958).
371 On the rise of the modern secular school, see M. Oakeshott, “Education: The En-

gagement and Its Frustration,” in R. F. Deardon, P. Hirst, and R. S. Peters, eds.,
Education and the Development of Reason, Part I: Critique of Current Educa-
tional Aims (New York: Routledge & Kegan Paul, 1975). Also see W. F. Connell,
A History of Education in the Twentieth-Century World (New York: Teachers
College Press, 1980).
371 Criticisms of schooling in recent years have been made by I. Illich in his Reschool-
ing Society (New York: Harper & Row, 1971); P. Freire, Pedagogy of the Op-
pressed (New York: Seabury, 1971); R. Dore, The Diploma Disease: Education,
Qualification, and Development (Berkeley: University of California Press, 1976);
U. Neisser, “General, Academic, and Artificial Intelligence,” in L. B. Resnick,
ed., The Nature of Intelligence (Hillsdale, N.J.: Erlbaum, 1976); C. Jencks, In-
equality (New York: Basic Books, 1972); and M. Maccoby and N. Modiano, “On
Culture and Equivalence,” in J. S. Bruner, R. S. Oliver, and P. M. Greenfield,
eds., Studies in Cognitive Growth (New York: John Wiley, 1966).
372 Maccoby and Modiano’s statement is from p. 269 of their article cited in the previ-
ous note.
372 For studies reporting positive aspects of well-run modern schools, see M. Rutter,
Fifteen Thousand Hours (Cambridge, Mass.: Harvard University Press, 1979);
and I. Lazer and R. Darlington, “Lasting Effects of Early Education,” Mono-
graphs of the Society for Research in Child Development (1982) 175 (whole).
374 For a survey of the consequences that can be expected from years of schooling, see
M. Cole and R. D’Andrade, “The Influence of Schooling on Concept Formation:
Some Preliminary Conclusions,” Quarterly Newsletter of the Laboratory of Com-
parative Human Cognition 4, 2 (1982): 19–26.
375 On the skills developed through traditional schooling, see D. A. Wagner, “Redis-
covering ‘Rote’: Some Cognitive and Pedagogical Preliminaries,” S. Irvine and
J. W. Berry, eds., Human Assessment and Cultural Factors (New York: Plenum,
in press); and D. A. Wagner, “Quranic Pedagogy in Modern Morocco,” in L. L.
Adler, ed., Cross-Cultural Research at Issue (New York: Academic Press, 1982).
375 On the cognitive changes resisted by strict traditional schools, see Scribner and Cole,
The Psychology of Literacy [00]; and Wagner, “Learning to Read by ‘Rote’” [362].
376 On the social consequences of literacy in traditional societies, see J. Goody, M. Cole,
and S. Scribner, “Writing and Formal Operations: A Case Study Among the Vai,”
Africa 47, 3 (1977): 289–304.
376 Lévi-Strauss observes that chiefs of nonliterate societies are often observed to feign
literacy, in his Tristes Tropiques (New York: Atheneum, 1964).
377 The results of the study by Jack Goody, Michael Cole, Sylvia Scribner, and their col-
leagues on the Vai of Liberia are reported in their “Writing and Formal Opera-
tions” [376].
378 Lévi-Strauss’s views on the differences between the “traditional” and the “modern”
mind may be found in his The Savage Mind (Chicago: University of Chicago
Press, 1966).
379 Robin Horton argues that there is a fundamental difference between scientific and
nonscientific ways of thinking in R. Horton and R. Finnegan, eds., Modes of

Notes 449

Thought: Essays on Thinking in Western and Non-Western Societies (London:
Faber & Faber, 1973).
379 On the similarities between scientific and nonscientific thinking, see R. Schweder,
“Likeness and Likelihood in Everyday Thought: Magical Thinking in Judgments
and Personality,” Current Anthropology 18 (1977): 637–658; and D. Sperber, Le
Savoir des anthropologues: Trois essais (Paris: Hermann, 1982).
379 On the mythic beliefs of scientists, see J. Jaynes, The Origin of Consciousness in the
Breakdown of the Bicameral Mind (New York: Houghton, Mifflin, 1976).
382 Socrates’s statement is quoted in P. H. Coombs, The World Educational Crisis: A
Systems Analysis (New York: Oxford University Press, 1968), p. 113.

Chapter 14: The Application of Intelligences

385 On the Suzuki Talent Education Center, see S. Suzuki, Nurtured by Love (New
York: Exposition Press, 1969); B. Holland, “Among Pros, More Go Suzuki,” New
York Times, 11 July 1982, E9; L. Taniuchi, “The Creation of Prodigies Through
Special Early Education: Three Case Studies,” unpublished paper, Harvard Pro-
ject on Human Potential, Cambridge, Mass., 1980.

386 On the World Bank’s call for investment in human development and education, see
World Bank, World Development Report, 1980 (New York: Oxford University
Press, 1980); and H. Singer, “Put the People First: Review of World Develop-
ment Report, 1980,” The Economist, 23 August 1980, p. 77.

387 R. S. McNamara’s statement is quoted in “Attack on Poverty: Will We Do Still Less?
Boston Globe, 3 October 1980.

387 Edgar Faure’s statement is from his Learning to Be: The World of Education Today
and Tomorrow, UNESCO report (New York: Unipub, 1973), p. 106.

387 For the Club of Rome’s report, see J. W. Botkin, M. Elmandjra, and M. Malitza, No
Limits to Learning: Bridging the Human Gap—A Report to the Club of Rome
(Oxford: Pergamon Press, 1979); Aurelio Peccei’s statement is on p. xiii.

387 The statement “For all practical purposes . . .” is from p. 9 of the book cited in the
previous note.

387 The statement “Innovative learning is . . .” is from p. 43 of the same book.
388 Luis Alberto Machado’s statements are from his The Right to Be Intelligent (New

York: Pergamon Press, 1980), pp. 2, 9, 24, 30, 52, and 59, respectively.
389 Machado’s statement “We are going to completely transform . . .” is from his article

“The Development of Intelligence: A Political Outlook,” Human Intelligence 4
(September 1980): 4. Also see E. de Bono and H. Taiquin, “It Makes You Think,”
Guardian, 16 November 1979, p. 21; J. Walsh, “A Plenipotentiary for Human
Intelligence,” Science 214 (1981): 640–641; and W. J. Skrzyniarz, “A Review of
Projects to Develop Intelligence in Venezuela: Developmental, Philosophical,
Policy, and Cultural Perspectives on Intellectual Potential,” unpublished paper,
Harvard Project on Human Potential, Cambridge, Mass., November 1981.
389 The statements of the Institutes for the Achievement of Human Potential are quoted
in “Bringing Up Superbaby,” Newsweek, 28 March 1983, p. 63. Also see
K. Schmidt, “Bringing Up Baby Bright,” American Way, May 1982, pp. 37–43.
394 David Feldman’s discussion of domain proficiency and child prodigies may be found
in his Beyond Universals in Cognitive Development (Norwood, N.J.: Ablex Pub-
lishing, 1980).
397 The advice of Masuru Ibuka, the founder of Sony, is reported in his best-selling
book, Kindergarten Is Too Late! (New York: Simon & Schuster, 1980).

450 Notes

398 On Japan’s success after World War II, see E. Vogel, Japan as Number One: Les-
sons for America (Cambridge, Mass.: Harvard University Press, 1979).

398 On Japan’s success after World War II, also see R. A. LeVine, “Western Schools in
Non-Western Societies: Psychosocial Impact and Cultural Responses,” Teachers
College Record 79, 4 (1978): 749–755.

398 On early education in Japan and on the high IQ scores of Japanese youths compared
with American youths, see M. Alper, “All Our Children Can Learn,” University
of Chicago Magazine, Summer 1982; D. P. Schiller and H. J. Walberg, “Japan:
The Learning Society,” Educational Leadership, March 1982; “IQ in Japan and
America,” New York Times, 25 May 1982; D. Seligman, “Japanese Brains: Cas-
troism for Kids,” Fortune, 31 May 1982; and K. Kobayashi, “The Knowledge-
Obsessed Japanese,” The Wheel Extended, January-March 1982, p. 1.

398 On the success of the Japanese in achieving a balance between various proficiencies
and group feeling, see L. Taniuchi and M. I. White, “Teaching and Learning in
Japan: Premodern and Modern Educational Environments,” unpublished paper,
Harvard Project on Human Potential, October 1982.

398 For Jack and Elizabeth Easley’s reports on mathematics instruction in Japan, see
J. Easley and E. Easley, Math Can Be Natural: Kitamaeno Priorities Introduced
to American Teachers (Urbana: University of Illinois Committee on Culture and
Cognition, 1982). Also see F. M. Hechinger, “Math Lessons from Japan,” New
York Times, 22 June 1982.

400 P. Freire describes his successful efforts to teach reading to illiterate Brazilian peas-
ants in his Pedagogy of the Oppressed (New York: Continuum Publishing, 1980).

401 On the approach to teaching used in Sesame Street, see G. S. Lesser, Children and
Television: Lessons from Sesame Street (New York: Random House, 1974).

401 On the attempt in China during the Cultural Revolution to expunge all Western ed-
ucational influence, see T. Fingar and L. A. Reed, An Introduction to Education
in the People’s Republic of China and U.S.-China Educational Exchange (Wash-
ington, D.C.: U.S. China Education Clearinghouse, 1982); S. L. Shirk, Compet-
itive Comrades: Career Incentives and Student Strategies in China (Berkeley:
University of California Press, 1982); and J. Unger, Education Under Mao: Class
and Competition in Canton Schools, 1960–1980 (New York: Columbia Univer-
sity Press, 1982).

401 On the failed attempt to westernize education in Iran, see M. J. Fischer, Iran:
From Religious Dispute to Revolution (Cambridge, Mass.: Harvard University
Press, 1980).

405 On “markers” or signs of early giftedness, see B. Bloom, “The Role of Gifts and
Markers in the Development of Talent,” Exceptional Children 48, 6 (1982):
510–522.

406 L. S. Vygotsky develops the notion of the “zone of proximal development” in his
Mind in Society: The Development of Higher Psychological Processes (Cam-
bridge, Mass.: Harvard University Press, 1978). Also see L. S. Vygotsky, “Play
and the Role of Mental Development in the Child,” Soviet Psychology 5 (1967):
6–18.

406 On crystallizing experiences, dominant activities, and critical periods, see V. V. Davy-
dov, “Major Problems in Developmental and Educational Psychology at the Pres-
ent Stage of Developmental Education,” Soviet Psychology 15 (Summer 1977):
4; V. V. Davydov and V. P. Zinchenko, “The Principle of Development in Psy-
chology,” Soviet Psychology 20, 1 (1981): 22–46; D. B. El’konin, “Toward the
Problem of Stages in the Mental Development of the Child,” Soviet Psychology

Notes 451

10 (Spring 1972): 3; and Feldman, Beyond Universals in Cognitive Development
[408], p. 389.
408 On genetic primary examples, see A. K. Markova, The Teaching and Mastery of Lan-
guage (New York: M. E. Sharp, 1979), pp. 63–65.
408 On the attempts to document improvements resulting from matching students with
appropriate teaching techniques, see L. J. Cronbach and R. E. Snow, Aptitudes
and Instructional Methods (New York: Irvington Publishers, 1977).
409 The role of cooperation in computer programming is illustrated in T. Kidder, The
Soul of a New Machine (New York: Avon, 1982).
410 On the use of tactile-kinesthetic exploration in overcoming learning disabilities, see
J. Isgur, “Letter-Sound Associations Established in Reading-Disabled People by
an Object-Imaging-Projection Method,” unpublished paper, Pensacola Florida
Learning Disabilities Clinic, 1973.



NAME INDEX

Abaquin, Mary Joy, xx Butterfield, Herbert, 154
Allen, Woody, 242 Butters, Nelson, 191
Arnheim, Rudolf, 186, 208
Auden, W. H., 80, 86, 87, 88, 309 Capablanca, José, 179
Austen, Jane, xxx Case, Robbie, xxiii
Augustine, Saint, 6 Carroll, Lewis, 149
Carson, Johnny, 242
Balanchine, George, 222, 237, 238 Cassirer, Ernst, 26
Baryshnikov, Mikhail, 23 Chen, Jie-Qi, xiii, xvii
Battro, Antonio, xxi Cézanne, Paul, 209
Bear, David, 281 Changeux, Jean-Pierre, 46
Beethoven, Ludwig van, 121 Chaplin, Charlie, 242
Bell, Clive, 209 Charlip, Remy, 238
Bellow, Saul, 178 Chase, William, 97
Benedict, Ruth, 241 Chomsky, Noam, xviii, xxiii, 83, 84, 95,
Benson, D. Frank, 276
Bernstein, Leonard, 132 298, 340, 341
Bettelheim, Bruno, 226–227 Christodoulou, Joanna, xx
Bigelow, Julian, 150 Churchill, Winston, 100
Binet, Alfred, 16, 203–204 Clark, Kenneth, 209–211
Bisiach, Eduardo, 192 Clynes, Manfred, 223–224
Blake, William, 79, 197 Colby, Benjamin, 288
Blumer, Dietrich, 276 Colby, L. M., 288
Blurton-Jones, Nicholas, 170 Cole, Michael, 340–341, 374–375, 376–
Bohr, Niels, 156
Boleslavsky, Richard, 240 377
Bowlby, John, 258 Cone, Edward T., 110
Broca, Pierre-Paul, 14 Constable, John, 208–209
Bronowski, Jacob, 150, 155 Constantine-Paton, Martha, 53
Brooks, Lee R., 187 Cooley, Charles, 262
Brown, Ann, 330 Copernicus, Nicholas, 8
Bruner, Jerome, 233, 343 Copland, Aaron, 108, 110
Buck, Ross, 275 Cowan, W. Maxwell, 42
Craft, Robert, 109
Crick, Francis, 35, 53, 200

453

454 Name Index

Csikszentmihalyi, Mihaly, xviii Fodor, Jerry, xxiii, 58, 297–300, 306,
Culicover, Peter, 84 310, 339
Cunningham, Merce, 238
France, Anatole, 14
D’Andrade, Roy, 374 Frege, Gottlob, 174
Dalton, John, 186 Freire, Paolo, 371–372, 401
Danchin, Antoine, 46 Freud, Sigmund, 101, 251–252, 265
Dante, 6 Freund, Paul, 334
Darling-Hammond, Linda, xviii Frye, Northrop, 81
Darwin, Charles, 8, 101, 201 Fuller, Buckminster, 201–202
da Vinci, Leonardo, 201, 207
Davis, Katie, xx Gajdusek, Carleton, 38
Davydov, V. V, 407 Galamian, Ivan, 121
de Gaulle, Charles, 100 Galileo, 154, 380–381
Descartes, René, 15, 162 Gall, Franz Joseph, 7, 13–15, 33, 298
Deutsch, Diana, 124 Gallup, Gordon, 259
Dore, Ronald, 372 Gandhi, Mahatma, 253, 267
Dostoevsky, Fyodor, 101 Gauss, Karl Friedrich, 164
Douglas, Keith, 77 Gay, J., 170
Dreifuss, Fritz, 89 Gazzaniga, Michael, 58, 299, 300
Dube, E. F., 97 Geertz, Clifford, 283–285, 340
Duncan, Isadora, 237 Geschwind, Norman, ix
Dürer, Albrecht, 206–207 Gladwin, Thomas, 213–214, 356
Gleason, Andrew, 143, 147
Easley, Elizabeth, 398 Goldman, Patricia (also Goldman-
Easley, Jack, 398
Edison, Thomas A., 389 Rakic), 42, 53
Einstein, Albert, 88, 155–156, 157–158, Goldstein, Kurt, 164
Goodman, Nelson, ix, 30, 316
160, 168, 200, 389 Gordon, Harold, 126
El Greco, 8 Gould, Stephen Jay, 18
Eliot, T. S., 77–78, 80, 102, 268 Graham, Martha, 178, 237
Elkonin, D., 407 Graves, Robert, 78
El-Koussy, A. A. H., 184 Greenfield, Amy, 238
Ericcson, K. Anders, 97 Greenough, William, 46
Erikson, Erik, 261, 265–266 Gretzky, Wayne, 244
Euclid, 161, 200 Groot, Adrian de, 204
Euler, Leonhard, 142 Gross, Charles, 193
Eysenck, H. J., xxxiii, 17 Gross, Larry, 65
Guilford, J. P., 7, 337
Farrell, Suzanne, 221–222
Faulkner, William, 94 Hall, G. Stanley, 251
Feldman, David, xi, xiii, 26–28, 343, 394 Hanna, Judith, 235
Ferguson, E., 201 Hardy, G. H., 134, 146–147, 162, 175,
Feyerabend, Paul, 175
Fischer, Kurt, 233, 338 178
Fischer, Michael, 363, 366 Harlow, Harry, 248, 273, 274
Fitch, Tecumseh, xxiii Hauser, Marc, xxiii
Flaubert, Gustave, 102 Havelock, Eric, 274
Flourens, Pierre, 14 Hawkins, Eric, 238
Flynn, John, 272 Haydn, Franz Joseph, 119
Head, Henry, 56
Hebb, Donald, 273

Name Index 455

Heims, Steve, 150 Kosslyn, Stephen, 196
Heisenberg, Werner, 156–158 Krechevsky, Mara, xiii
Hemingway, Ernest, 94 Kreisler, Fritz, 396
Henry, Jules, 348 Kreutzberg, Harald, 237
Hilbert, David, 153 Kripke, Saul, 161–162
Hinton, Geoffrey, 299, 300 Kuhn, Thomas, 17f, 174–175
Hirst, Paul, 65
Hofstadter, Douglas, 178 Landau, Barbara, 195–196
Hogarth, William, 207 Langer, Susanne, 26, 97–98
Holofernes, Tubal, 367 Lashley, Karl, 56
Holt, John, 165 Lasker, Harry, 286
Holton, Gerald, 158 Lave, Jean, 340
Homer, 79 Le Corbusier (pseud.), 206
Horton, Robin, 379 Lenier, Susan, 88
Hubel, David, 39, 51–53, 193 Lennon, John, 122
Hughes, H. Stuart, 251 Levi, Edward, 334
Hull, Clark, 296 LeVine, Robert, 363
Humphrey, N. K, 272 Lévi-Strauss, Claude, 95, 130, 378, 246
Hutchins, Edwin, 173 Lieberman, Phillip, 96
Huxley, Aldous, 197 Limon, José, 237
Lintgen, Arthur, 130–131
Illich, Ivan, 371 Lloyd, Harold, 242
Loeb, Arthur, 202
James, Henry, 102 Lord, Albert B., 357, 96
James, William, 15, 99, 251 Lowe, B., 243
Jencks, Christopher, 372 Lowell, Robert, 81
Jenkins, Ron, 239 Luckmann, Thomas, 289
Jensen, Arthur, 337 Luria, Alexander, 98, 167, 262, 276
Jerison, Harry, 271–272
Jesus Christ, 267 Maccoby, Michael, 372
Joachim, Joseph, 120 McGrew, W. C., 229
Johnson, Lyndon B., 253 Machado, Luis Alberto, 388–389
Joyce, James, 101 McKayle, Donald, 238
McKeon, Richard, 365
Kandel, Eric, 49–50 McNamara, Robert, 386–387
Kant, Immanuel, 21, 26, 174 Mailer, Norman, 219
Kaplan, Edith, 234–235 Marceau, Marcel, 217–218, 221
Keaton, Buster, 242 Markova, A. K., 408
Keats, John, 87–88, 289 Marler, Peter, 39
Kekulé, Friedrich, 200 Marmor, Gloria, 195
Kelley, Truman, 184 Marshack, Alexander, 230
Kennedy, John M., 194 Martin, John, 241
Kennedy, John F., 100 Mead, George Herbert, 252, 262
Kepler, Johannes, 8 Mead, Margaret, 247
Kidder, Tracy, 246 Mehegan, Charles, 89
Kimura, Doreen, 191 Meier, Deborah, xviii
Köhler, Wolfgang, 194 Mendelssohn, Felix, 106
Konishi, Mark, 39 Menuhin, Yehudi, 305
Konner, Melvin, 170 Messenger, John, 247
Kornhaber, Mindy, xix, xviii Metzler, Jacqueline, 180

456 Name Index

Michelangelo, 207, 210, 369 Pylyshyn, Zenon, 299
Millar, Susanna, 195 Pythagoras, 15, 132, 155
Milner, Brenda, 191
Mishkin, Mortimer, 193 Quine, Willard V. O., 142, 176
Modiano, Nancy, 372
Montaigne, Michel de, 102 Rabelais, Francois, 367
Moore, Henry, 197, 215 Rabi, I. I., 162–163
Moran, Seana, xvii Ramanujan, Srinivasa, 175–176
Mountcastle, Vernon, 51–52, 53 Raphael (Sanzio), 210
Mozart, Wolfgang Amadeus, 106, 119, Ravel, Maurice, 126
Raven, J. C., 57
133, 305, 389 Read, Herbert, 80, 208
Murray, Charles, xviii Reagan, Ronald, 100
Myers, Ronald, 274–275 Riemann, George Friedrich, 153
Rimland, Bernard, 226
Nabokov, Vladimir, 101 Rodin, Auguste, 197
Nadia, 196, 199 Roosevelt, Eleanor, 267
Napoleon, 204 Roosevelt, Franklin, 100
Nauta, Walle, 277 Rose, David, xxii
Neisser, Ulric, 372 Rosenzweig, Mark, 44, 45
Neumann, John von, 149–151 Rotman, Brian, 142, 174
Newell, Allen, 152 Rousseau, Jean-Jacques, 289
Newton, Isaac, 153, 154–155, 158, 159 Rozin, Paul, 58, 330
Nicklaus, Jack, 244 Rubinstein, Arthur, 120, 151
Nijinsky, Vaslav, 237–238 Runyan, Damon, 95
Nikolai, Alwin, 238 Russell, Bertrand, 142, 161, 174, 200
Nottebohm, Fernando, 45 Rutter, Michael, 372
Nozick, Robert, 294–295, 314 Ryle, Gilber, 340

Ockham, William of, 168 Safford, Truman, 164
Olson, David, 26, 29, 343 Saint-Saëns, Camille, 106, 108
Salomon, Gavriel, 26, 29, 343
Papoušek, Hanus, 115 Sartre, Jean-Paul, 85, 86, 287
Papoušek, Mechthild, 115 Schaler, Jeffrey, xviii
Parker, Susan, 232 Schoenberg, Arnold, 108, 109, 111–112
Parry, Millman, 96, 357 Schopenhauer, Arthur, 109
Pascal, Blaise, 160–161 Schubert, Franz, 127
Pearce, Bryan, 198 Scriabin, Aleksandr, 111
Peccei, Aurelio, 387 Scribner, Sylvia, 340, 377
Piaget, Jean, 8, 18–23, 135, 136, 139, Seider, Scott, xx
Selfridge, Oliver, 66
140–141, 154, 167, 177–178, Serkin, Rudolf, 121
188–189, 233, 330–331, 338 Sessions, Roger, 106–107, 109, 110, 112,
Picasso, Pablo, 208–209, 215
Plato, 15, 178 130
Poincaré, Henri,144–145, 147 Shahn, Ben, 208
Polanyi, Michael, 143–144 Shakespeare, William, 289, 389
Pollak, Susan, 363 Shapero, Harold, 108–109
Polya, George, 152 Shapiro, Karl, 88
Posner, Michael, xviii, xxi Shearer, Branton, xiii, xvii
Proust, Marcel, 253, 289

Name Index 457

Shebalin, V., 125 Ulam, Stanislaw, 147, 148, 150, 151,
Shepard, Roger, 180, 183 156, 160, 161
Simmel, Marianne, 218
Simon, Herbert, 152, 205 Updike, John, 101
Simon, Théodore, 16
Skinner, B. F., 296 Van Gogh, Theo, 205
Smith, McFarlane, 201 Van Gogh, Vincent, 205–206
Socrates, 267, 383, 112 Vasari, Giorgio, 207
Spearman, Charles, 7, 17, 337 Vendler, Helen, 81
Spence, Kenneth, 296 Verdi, Giuseppi, 127
Spender, Stephen, 78, 86–87 Viens, Julie, xiii
Sperry, Roger, 51, 222 Vitz, Paul, 112–113
Spinoza, Baruch, 161 Vivaldi, Antonio, 394
Spurzheim, Joseph, 13 Vygotsky, Lev, 119, 19, 262, 406,
Stanislavski, Constantin, 240
Sternberg, Robert, xiv, 24 407
Stork, Janet, xiii
Stravinsky, Igor, 109, 111, 112, 121, 128, Waddington, C. H., 39, 40
Wagner, Richard, 108, 129
130, 133, 134, 305 Warhol, Andy, xiii
Suzuki, Shinichi, 119, 395, 397 Warrington, Elizabeth, 191
Watson, James D., 35, 200
Taniuchi, Lois, 392 Wexler, Kenneth, 84
Tarrasch, Dr., 202, 204 Whitehead, Alfred North, 26, 135, 142,
Teleki, Geza, 228
Tesla, Nikola, 197 143
Thomas, Lewis, 186, 309 Whitman, Walt, 14
Thurstone, L. L., 7–8, 17–18, 184, 337 Wiesel, Torsten, 39, 51, 52, 193
Titchener, Edward B., 196–197 Wilder, Thornton, 87
Titian, 215 Williams, Moira, 191–192
Tolstoy, Leo, 102 Wolf, Dennie, 318
Tomlin, Lily, 242 Wundt, Wilhelm, 15
Turner, Joseph M. W., 208
Zasetsky, 276–277



SUBJECT INDEX

acting, 219, 239–43; and mimetic skill, bird song, 48–49, 123–24; and amusia, 48;
239–43 and cerebral hemispheres, 48–49,
177; development of, 48–49,
Alzheimer’s disease, 280 123–24; and human song, 122–24
amusia, 48, 125
aphasia, 48; anomic, 95–96; and bodily- blindness: drawing ability, 195; and
figure rotation ability, 195; and
kinesthetic intelligence, 225; spatial intelligence, 194–95
Broca’s, 14, 54, 94; and linguistic
intelligence, 14, 93, 103; and bodily-kinesthetic intelligence, 217–49;
logical-mathematical intelligence, and acting, 219, 239–43; and
166; and musical intelligence, 125; aphasia, 222; and apraxia, 225,
and personal intelligence, 254, 234–35; and athletics, 243–45; and
279; Wernicke’s, 54, 94, 125 autism, 226; and Balinese culture,
aplysia, 49 239–42; and biology, 224–25; and
apraxia, 225, 234–35 brain damage, 225; and brain
assessment, xiii-xiv structure, 218, 224–25; and
athletics, 245, 301 cerebral dominance, 224; and
autism, 67; and bodily-kinesthetic cerebral hemispheres, 224–25;
intelligence, 226–27; and linguistic core operations, 217–35; cultural
intelligence, 89; and musical differences in, 219, 235–36, 239,
intelligence, 105, 119, 127–28; and 247-49; and dance, 235–39, 247–
personal intelligence, 278; and 49; development of, 233–35;
spatial intelligence, 198; and evolution of, 228–33; and Greek
symbolic development, 322 Culture, 219, 247; and humor,
242–43; and idiots savants, 226;
Bali: Balinese clowns, 239; and bodily- and invention, 219, 245–47; and
kinesthetic intelligence, 241, 248; linguistic intelligence, 225–26; and
and personal intelligence, 284 mimetic ability, 239–40; and motor
skills, 218, 221–26; and musical
behaviorism, 41, 251 intelligence, 130, 219, 237; and
biology: cognitive psychology, 24–25; neural feedback, 222–23; and
nonhuman primates, 221, 224,
and intelligence, 10, 13–18, 25, 227–30; and object manipulation,
33–61, 315–16, 318, 342; see also 245; and personal intelligence,
listings under the separate
intelligences

459

460 Subject Index

bodily-kinesthetic intelligence canalization, 39–40, 342; and brain
(continued) damage, 44; and linguistic
249; and Piagetian stages, 232; and intelligence, 55, 91–92; and neural
Puluwat navigation, 356–57, 381; development, 39–40, 50, 55, 60;
and symbolization, 351, 356–57; and symbolic development, 331
and tool use, 227–33
central-processor view of brain
Boston Veterans Administration structure, 296–99, 306, 311
Medical Center, xlvii, 29, 191
cerebral dominance, 54, 224
brain damage, 53–54; and bodily- cerebral hemispheres: bodily-
kinesthetic intelligence, 225; and
canalization, 43–44, 46; as criteria kinesthetic intelligence, 224–25;
for multiple intelligences, 9, 67, and linguistic intelligence, 54–55,
297; and flexibility, 55, 60, 91; and 57, 89-95; and logical-
linguistic intelligence, 43, 53–54, mathematical intelligence, 166;
89-95; and logical-mathematical and musical intelligence, 125–26;
intelligence, 166–67; and musical and neural development, 40; and
intelligence, 124–25; and neural spatial intelligence, 51, 57,
development, 40, 167; and 190–92
personal intelligence, 275–77, cerebral palsy, 196
279–82; and phonology, 89, 91–93; channels of symbolization, 319, 321,
and pragmatics, 92, 94; and 325–27
reading, 30–31, 54, 92–93, 103, chess: logical-mathematical intelligence,
115; and semantics, 90, 92, 94; and 160; and patterning skills, 97, 205;
spatial intelligence, 190–92, 196; and spatial intelligence, 202; and
and symbolization, 29–30, 279–80, visual memory, 202
322; and syntax, 89–92 China, and interest in multiple
intelligences, xviii
brain structure, 33–61; and bodily- Club of Rome, 387, 388
kinesthetic intelligence, 225; cognitive development, 20–21; see also
central processor view of, 297–99, Piagetian stages; and listings under
306; and executive function, 24, development of for each
72, 296; holist view of, 7, 56; intelligence
horizontal processes view of, 15– cognitive psychology, 10, 23–25, 295–97,
16, 22, 24, 41, 298; information 338–39; and biology, 24–25;
processing view of, 56, 58; and critique of, 24–25; logical-
linguistic intelligence, 43, 54–55, mathematical bias of, 24–25; and
84–95; localization view of, 7, 14– originality, 25; verbal bias of, 25;
15, 56–57, 95, 298; and see also information processing
logical-mathematical intelligence, cognitive science, 10, 23–25; see also
166–168; modular view of, 58–59, cognitive psychology; information
297–300; molar view of, 53–55, 58, processing
60; molecular view of, 51–53; and colorblindness, 35
musical intelligence, 124–27; and common sense, 303–4; and logical-
personal intelligence, 275–77, mathematical intelligence, 303;
279–82; and spatial intelligence, and personal intelligence, 304
54, 60, 190–94; and symbol compositional sense, 210–211
systems, 30; vertical functions view computer: education, 369, 370, 373,
of, 43, 52, 56, 298 409–10; and logical-mathematical
intelligence, 176, 370, 409; as
Broca’s aphasia, 54, 92, 94 model for cognition, 24–25, 294,
bush schools, 359, 361–62, 378

Subject Index 461

339; and multiple intelligences, 381– Piagetian theory of, 19–22, 27–29,
382; programming, 4, 5, 370, 409 331, 338; symbol systems approach
to, 20, 27–29; see also neural
concrete operational stage, 20, 21; of development; symbolic
logical-mathematical intelligence, development; and each of the
139; of personal intelligence, 263; separate intelligences:
of spatial intelligence, 188–89 development of
dramatists, 160
conservation, 21, 23; and logical- drawing, and autism, 198–99; and brain
mathematical intelligence, 137, damage, 191; by the blind, 194–95
169 dyslexia, 165
dysphasics, 165
core operations, 64, 322; of bodily-
kinesthetic intelligence, 217–35; of education, 327, 347–412; agents of,
linguistic intelligence, 81–85, 89– 352–54, 357, 359–60, 366–69, 372;
96, 294, 322; of and apprenticeship, 359–60, 403;
logical-mathematical intelligence, and computer programming, 339,
146–68, 178, 306; of musical 409; formal, 351, 358–61; and
intelligence, 111–13, 294, 322 ; of human potential, 361, 387–89,
personal intelligence, 253–66, 407-411; implications for, xvi-xvii,
276–81; of spatial intelligence, xxi–xxii; informal, 380, 403, and
179, 183–85, 322 initiation rites, 358–59; Japanese,
371, 375; Koranic, 362–63, 381–
critical period: in linguistic 82; and linguistic intelligence, 352,
development, 91; in musical 353, 369, 374–76; and literacy,
development, 395; in neural 374–78, 401–2, 410; and logical-
development, 42–43, 47 mathematical intelligence, 352,
354, 369–70, 375, 380; and media,
crystallizing experience, 119, 329, 359, 351; and memorization, 360, 363–
406 64, 366, 369; and mother/child
bond, 392–93, 399; and
culture: bodily-kinesthetic intelligence, motivation, 302, 391; and multiple
219, 235–36, 241; and intelligence, intelligences, 10, 347–83, 390–92,
10, 27, 315–16, 318, 347–411; see 403–12; and musical intelligence,
also education; and linguistic 37, 105, 361, 370, 373–74, 392–
intelligence, 96–101; and logical- 400; in nonliterate societies,
mathematical intelligence, 168–74; 353–61; of Puluwat navigation,
and musical intelligence, 110–11, 350, 352, 354–57, 360; and
119; and personal intelligence, science, 367–68, 378–81; settings
254, 283–89; and spatial for, 351–52, 354–78; and
intelligence, 211–14; and symbolic symbolization, 351, 376, 390; see
development, 326 also schools

dance, 235–39, 247–49; cultural eidetic imagery, 199
functions of, 235–236 epic singing, 357; and education, 357;

deafness: linguistic intelligence, 55, 83, and musical intelligence, 357; and
91, 103; and musical intelligence, personal intelligence, 357
111, 131; and rhythm, 111 epilepsy, 280–81
Eskimos, spatial intelligence of, 193,
décalage, 22, 338 212–13, 215
development, 19–23, 27–29, 68–69;

domain approach to, xxxiv, xxxv,
27–31, Erikson’s account of, 265-
66; Freudian account of, 251–52,
261; Piagetian stages of, 20–21,
136–41, 169, 187–90, 331;

462 Subject Index

executive function, 24, 25, 72, 224, 296 logical-mathematical intelligence,
Explorama, Danfoss Universe Theme 164; and musical intelligence, 127–
28; and personal intelligence, 278;
Park (Denmark), xvii and spatial intelligence, 198
expression, 111–13, 234, 322 information processing, 16, 55, 63, 68,
294, 341; view of brain structure,
facial recognition, 277 56, 58; view of intelligence, 23-25,
flexibility: and brain damage, 55, 60, 91, 34, 68, 339; see also cognitive
psychology
and linguistic intelligence, 55, 90; initiation rites: education, 358–59; and
and logical-mathematical linguistic intelligence, 98, 352; and
intelligence, 167–68; in neural personal intelligence, 358–59, 361
development, 33–35, 39–51, 59– Institutes for the Achievement of
60; in symbolic development, 330 Human Potential, 389
formal operational stage, 20–21; of intelligence: and biology, 10, 13–18, 23,
logical-mathematical intelligence, 33–61, 315–16, 318; see also the
139; of spatial intelligence, 189 separate intelligences; Chomskian
“foxes” view of intelligence, 7, 17, 34, view of, 339–40; classical view of,
337 5; computer as model for, 24, 25,
frontal lobe, 52–54, 275–80 294, 339; and culture, 10, 27, 315–
16, 318, 347–411; see also
“g” (general intelligence), xii education, and the separate
general intelligence vs. multiple intelligences; environmental-
learning view of, 8; executive
intelligences, xii function of, 24, 72, 296; “foxes”
genetic(s), 35–38; 59–60; drift, 37–38; view of, 7, 17, 34, 337; “g” factor
of, xii, 17–18, 337–38; and
engineering, 38, 176; and genetics, 15–16, 36–37;
intelligence, 15–16, 36–37; and “hedgehogs” view of, 7, 17, 34,
linguistic intelligence, 84; and 337; and horizontal processes, 15,
musical intelligence, 106; and 22, 23, 41, 43, 50, 57; information-
personality, 37 processing view of, 23–25, 34, 68,
Gerstmann syndrome, 165, 167 339; intelligence quotient view of,
GoodWork Project, xv, xx 7, 24–25; modular view of, xxiii;
296–301; nature/nurture
Harvard Graduate School of Education, controversy over, 332–33;
ix, x, xi Piagetian theory of, 7, 18–23, 27–
29, 338–39; uniformist view of,
Harvard Project Zero, xvi, xxvii, xlviii, 296; uses of term, xv; see also the
29, 307, 318 separate intelligences; multiple
intelligences
“hedgehog” view of intelligence, 7, 17, intelligence quotient, 3, 7, 18, 19; and
34, 337 genetics, 16–17; theory of
intelligence, 7, 25
hemophilia, 35, 37 intelligence tests, 7, 9, 16, 17–19, 337;
horizontal processes, 15, 22, 23, 41, 43, logical-mathematical bias of, 24–
25; and spatial intelligence,
50, 57, 298 184–87; verbal bias of, 18–19, 25
human potential, 4; and education, 361, intelligences: and learning styles, xv;
possible new, xiv–xv, xx, xxi
386–90, 407–12; and multiple
intelligences, 407–11
humor, 242–43
hyperlexia, 89, 164

idioglossa, 94
idiots savants, 9, 31, 67; and bodily-

kinesthetic intelligence, 226; and
linguistic intelligence, 89; and

Subject Index 463

interpersonal intelligence, 74, 251–92; rites, 98, 352; and legal profession,
definition of, 253; see also personal 334; and literacy, 97, 362, 374–78,
intelligence 401; and literary talent, 77–81, 86–
89, 94–103; and musical
intrapersonal intelligence, 251–92; 302, intelligence, 103, 122, 124, 132; in
303–4; definition of, 253; see also nonhuman primates, 96; in
personal intelligence nonliterate society, 96–100, 362–
63; and phonology, 82, 85, 89; and
Japanese education, 398–400; and poetry, 77–81, 86–88, 99, 102, 103;
mother/child bond, 399 and pragmatics, 82, 85;
“preparedness” for, 41; and
Juilliard School of Music, 394 Puluwat navigation, 357, 381; and
retardation, 85, 89; and rhetoric,
Key School (now Key Learning 82; and semantics, 80, 85, 89, 91,
Community), xiii 94; and spatial intelligence, 186–
87; and symbolization, 320–30;
Kalahari Bushmen: and logical- and syntax, 81, 84, 90; and verbal
mathematical intelligence, 170; memory, 82, 97, 362
and spatial intelligence, 211–212 literacy: and education, 374–378, 401,
410; and Koranic education, 362;
Koranic education, 4, 362–64, 381–82; and multiple intelligences, 374-76;
and linguistic intelligence, 362–63, and schools, 380; and verbal
381; and memorization, 362-364; memory, 97
and multiple intelligences, 381 literary talent, 77–81, 86–89, 99–103
localization, of brain structure, 14, 56–
language, see linguistic intelligence 57, 298; of spatial intelligence, 187
legal profession: and linguistic logical-mathematical intelligence, 135–
78; and aging, 162–63, 215; and
intelligence, 334; and logical- aphasia, 166; and biology, 165–68;
mathematical intelligence, 334; and brain damage, 166–67; and
and personal intelligence, 334 calculating ability, 164–65; and
linguistic intelligence, 77–103, and cerebral hemispheres, 166–67; and
aphasia, 14, 55, 93–95; and autism, chess, 159; and common sense,
89–90; and biology, 43–44, 54–55, 303; and computers, 176; and core
89–95; and bodily-kinesthetic operations, 146–68, 178, 306;
intelligence, 226, 231–32; and “counter-preparedness” for, 41;
brain damage, 43–44, 54–55, 89– and counting, 142; cultural
95; and brain structure, 43–44, differences in, 168–74, 378–80;
54–55, 57, 60–61, 89–95; and development of, 135–41, 160–61,
canalization, 55, 91–92; and 169, 177–78; and education, 352,
cerebral hemispheres, 54–55, 57, 354, 369–70, 375, 380; and
89–95; and core operations, 81–85, estimation ability, 170; and
89–96, 294, 322; critical period in, flexibility, 167; and Gerstmann’s
91; cultural difference in, 96–101; syndrome, 165, 167; and historical
and deafness, 55, 83, 91, 103; change, 147, 154, 174–76; and
development of, 43–44, 54–55, idiots savants, 164; and intuition,
83–85, 89–91, 103; and education, 149, 156; and Kalahari bushmen,
352, 353, 369, 374–76; and 170; and the legal profession, 334;
environment, 85; evolution of, 92, and mathematics, 133, 142–78,
95–96, 102; and figurative 406; and memory, 144–45; and
language, 84; and flexibility, 55, 90;
genetic factors in, 55, 90; and
hyperlexia, 89; and idioglossia, 94;
and idiots savants, 89; individual
differences in, 85; and initiation

464 Subject Index

logical-mathematical intelligence mother/child bond: and education, 392–
(continued) 93, 399; and Japanese education,
metaphorical ability, 185–86, 306; 399; and personal intelligence,
and musical intelligence, 132–33, 257–258, 269–70, 273–74; and the
151, 178; and mysticism, 159, 171– Suzuki method, 392–393
72; and patterning skills, 146–47,
159–162, 178; and Piagetian multiple intelligences: assessment, xiii–
stages, 136–41, 169; and Piagetian xiv; biological evidence for,
theory, 24–25, 338; and problem xxii–xxiii; and computer
solving, 148–52; and prodigies, programming, 339–40, 381–82;
162–63, 168; and science, 142, criteria for, 9, 64, 66–71; critique
152-60, 162–64, 174–75, 378–80; of, xix, 293–314; and cultural roles,
and spatial intelligence, 178, 185– 347–48; definition of, 63–74; and
86, 215–16; and symbolization, education, xvi–xvii, xxi-xxii, 10,
320–30, 390–91; in the Trobriand 347–83, 390–92, 403–12; future
Islands, 173 work, xxi; and human potential,
407–411; individual profiles for,
LOGO, 4 10, 404–6; introduction to, 8–11;
and literacy, 274–76;
Machado Project, 389–390 measurement, xix; and motivation,
mathematics, 142–52, 159–63; and 302; possible new, xiv–xv, xx, xxi;
ramifications of, xxii; and science,
aging, 162–63, 215; and brain 379–80; and symbolization, 320–
damage, 165–68; and calculating 30; see also the separate
ability, 164; and counting, 142; intelligences
cultural differences in, 168–74;
history of, 174–76; and intuition, musical intelligence, 105–35, 347; and
149; and memory, 144–45; and amusia, 125; and aphasia, 125; and
musical intelligence, 112, 132, auditory sense, 111; and autism,
150–51, 177–78; and patterning 105, 119, 127–28; and bird song,
skills, 146, 155, 161–62; and 123–24; and biology, 122–27; and
problem solving, 149–52; and brain damage, 124–25; and brain
prodigies, 161–62; and science, structure, 124–27; and cerebral
153–63 hemispheres, 125–26; and
memory: and chess, 202; and education, composing, 106–10, 121–22, 125,
360, 363–64, 366, 369; and idiots 305-6, 396; and core operations,
savants, 203; and linguistic 111–13, 294, 322 ; critical period
intelligence, 82, 97; and logical- in, 395; cultural differences in,
mathematical intelligence, 144–45; 116–17, 119; and deafness, 111,
and spatial intelligence, 203–5, 131; development of, 108–22,
207, 212 342–43, and education, 37, 105,
metaphorical ability, 306–9; and genius, 361, 370, 373-74, 392–400; see also
306–7; and logical-mathematical Suzuki Method; environmental
intelligence, 185–86, 306; and factors in, 106; and epic singing,
originality, 186, 306; and 357; evolution of, 122–27; and
patterning skills, 306; and science, expression, 111–12, 322; figural
185–86; and spatial intelligence, mode approach to, 117, 126;
185–86; and visual imagery, 185–86 formal mode approach to, 117,
Michelson-Morley experiment, 158 126; genetic factors in, 106; and
mime, 218 idiots savants, 127–28; and
modular view: of brain structure, 58–59; individual differences in, 116; and
of intelligence, xxiii, 296; linguistic intelligence, 103, 122, 124,

Subject Index 465

132; and listening skills, 109–10, 308–9; and Piagetian theory, 22–
125–26; and logical-mathematical 23; and science, 185–86; and visual
intelligence, 132–33, 151, 178; and imagery, 185–86
personal intelligence, 131; and painting, 198, 205–11; and composition,
pitch, 111; and prodigies, 105–106, 208; and visual memory, 207
118; and retardation, 128; and patterners, 160
spatial intelligence, 130 patterning skills: and chess, 205; and
music composition, 109–113, 121–22, logical-mathematical intelligence,
125, 305; and the Suzuki Method, 146–47, 159–162, 178, 249, 306;
397 and mathematics, 146, 155, 161–
62, 178; and metaphorical ability,
nature/nurture controversy, 332–33, 306; and spatial intelligence, 249
385–86 personal intelligence, 251–292, 302,
304; and Alzheimer’s disease, 280;
neural development, 38–51; and brain and aphasia, 254, 279; and autism,
damage, 40, 167; canalization in, 278; and Balinese culture, 284;
39, 44, 50, 55, 60; and cerebral and biology, 274–77, 279–82; and
hemispheres, 40; critical period in, bodily-kinesthetic intelligence,
42–43, 47; and environment, 45, 249; and brain damage, 275–77,
50–51; flexibility in, 33–35, 39–51, 279–82; and brain structure, 275–
59–60; genetic factors in, 34, 59– 77, 279–82; and common sense,
60; individual differences in, 34; 304; and concrete-operational
and precocious behavior, 47 stage, 263; cultural differences in,
254, 283–88; development of,
neuropsychology, 30, 33–62; and bodily- 257–66; and egocentrism, 261; and
kinesthetic intelligence, 225; and empathy, 259; and epic singing,
linguistic intelligence, 43, 54–55, 357–58; and epilepsy, 280–81;
57, 60, 84, 89–95; and logical- evolution of, 269–72; and facial
mathematical intelligence, 165–68; recognition, 277; in a field society,
and musical intelligence, 106, 122– 287; Freudian account of, 251–52,
27; and personal intelligence, 261; and the frontal lobes, 275–80;
274–77, 279–83; and spatial and idiots savants, 278; and
intelligence, 54, 190–94 initiation rites, 358–59;
interpersonal intelligence, defined,
New City School (St. Louis, Missouri), 253; intrapersonal intelligence,
xvii defined, 253; William James’s
account of, 251–53; and Javanese
nonhuman primates: and bodily- culture, 283–85; and latency
kinesthetic intelligence, 221, 224, period, 263; and legal profession,
227–30; and linguistic intelligence, 334, and Moroccan culture, 284–
96; and personal intelligence, 269– 85; and mother/child bond,
70, 273–74; and spatial 257–258, 269–70, 273–74; and
intelligence, 194–95; and tool use, musical intelligence, 131; in
227–28 nonhuman primates, 269–70, 273–
74; in a particle society, 287;
nonliterate societies: and education, pathologies of, 275–80; and Pick’s
353–61; and linguistic intelligence, disease, 280; and retardation, 278;
96–100, 362–63; and science, 368- and role play, 261; and scientific
69 method, 380; and sexual identity,
261; and split-brain patients,
notational symbolization, 319, 326–328

object-permanence stage, 136–137
originality, 304–6, 328, 330; and

cognitive science, 22–23; and
metaphorical ability, 185–86,

466 Subject Index

personal intelligence (continued) 381; and personal intelligence,
282–83; and the Suzuki method, 356–57, 381; and spatial
395; and symbolization, 256, 260– intelligence, 213–15; 356–57, 381
61, 271, 289, 311; and symbol
systems, 289, 311–312 retardation, 16, 37, 67; and linguistic
intelligence, 85, 89; and musical
phonology, 80, 82, 85; and brain intelligence, 128; and personal
damage, 91–92 intelligence, 278–279; and spatial
intelligence, 198
phrenology, 13–14
Piagetian stages, 19–23; and bodily rhetoric, 7, 82, 99, 100
rhythm, 111–12; and deafness, 111
kinesthetic intelligence, 232; and
logical-mathematical intelligence, schools, 349, 351–52, 359–78, 380;
136–41; and personal intelligence, bush, 359, 361, 378; and literacy,
263; and spatial intelligence, 188– 377, 380; modern secular, 354,
90; and symbolic development, 368-73; and science, 380–381;
331 traditional religious, 353, 362–68,
Piagetian theory, 18–23, 27–29; and 373, 377
biology, 25; critique of, 20–23, 28;
and domain theory, 27–28; logical- science, 142, 152–57; and aging, 163;
mathematical bias of, 23–25, 338; and calculating ability, 163–64; and
and originality, 22–23; and education, 378–80; history of, 152–
prodigies, 28; verbal bias of, 22 54, 174–76; and intuition, 156–57;
Pick’s disease, 280 and mathematics, 152–57; and
pitch, 103, 111–112, 115, 116, 124–25, mysticism,159; in nonliterate
320, 322, 324 societies, 378–79; and originality,
plasticity, see flexibility 185–87; and physical reality, 155–
poetry, 77–81, 86–87, 99, 102–3, 406 60; and spatial intelligence,
Practical Intelligences for School, xiv 185-86, 199–202
pragmatics, 85, 94
Project on Human Potential, x, li sculpture, 185, 197, 205, 215
Project Spectrum, xiii, xl self, see sense of self
Project Zero, ix, xvi, xxvii semantics, 80, 82, 85; and brain damage,
problem solving, skills of, 23–24, 64–65,
296; and mathematics, 151–152 89, 87, 93–94
prodigies, 28–29, 37, 67, 385, 394–95, sense of self, 251–92, 310–12; see also
and domains theory, 27–28; in
logical-mathematical intelligence, personal intelligence
162–63; in musical intelligence, sensori-motor stage, 20; of logical-
105–6, 118; and Piagetian theory,
28–29; in spatial intelligence, 198– mathematical intelligence, 136; of
99 spatial intelligence, 188
pruning of nerve cells, 46–47, 60 “Sesame Street,” 401, 411
psychoanalysis, 251 short-term memory, 15, 25, 298–99
psychology, 15–18, 63, 69–70, 251–53; sickle cell anemia, 35
see also cognitive psychology; spatial intelligence, 179–216; and aging,
development; neuropsychology 215; and appreciation of visual
Puluwat navigation, 213–15, 356; and arts, 208–11; and autism, 198–99;
bodily-kinesthetic intelligence, and biology, 54, 56–57, 190–83,
356–57, 381; and education, 213– 196; and blindness, 183, 194–96;
14, 350–51, 354–57; and linguistic and brain damage, 190–92, 196;
intelligence, 356–57, 381; and and brain structure, 54, 57, 190–
logical-mathematical intelligence, 94; and cerebral hemispheres, 54,
57, 190–94; and cerebral palsy,
196; and chess, 202; and
compositional sense, 185, 208–9;

Subject Index 467

and concrete-operational stage, symbolization: biological basis for, 328;
188–89; and copying skills, 183; and bodily-kinesthetic intelligence,
and core operations, 179, 183–86, 351, 356–57; and brain damage,
322; cultural differences in, 211– 29–30, 279–80, 322; channels of,
16; development of, 187–89; and 319, 321, 325–27; and education,
drawing, 191, 195, 198–99, 322; 326–27; first-draft knowledge of,
and eidetic imagery, 199; and 321; flowering of, 234, 325; literal
Eskimos, 193, 212–13, 215; stage in, 327; and multiple
evolution of, 193–94; and figure intelligences, 320–30, 390;
rotation ability, 183, 195; and notational, 318–25; and personal
idiots savants,198, 203; and intelligence, 256, 260–61, 271,
intelligence testing, 184, 186–87, 289, 311; streams of, 319, 321–22;
and the Kalahari bushmen, 211; and tool use, 323; waves of, 319,
and the Kikiyu, 211–12; and 323–325
linguistic intelligence, 186–87;
localization view of, 187; and symbol systems, 20, 66–67, 315–343;
logical-mathematical intelligence, and biology, 30, 315–16, 318; and
178, 185–86, 215–16; and culture, 30, 315–16, 318; definition
metaphorical ability, 185–87; and of, 316–17; and media, 26; and
musical intelligence, 130; in personal intelligence, 289–90
nonhuman primates, 194–95; and
painting, 198, 205–11; and syntax, 81, 85, 90, 92
patterning skills, 205; and
Piagetian stages, prodigies, 198– termite fishing, 228–230
99; and Puluwat navigation, timbre, 111, 112
213–14, 357; and retardation, 198; tool use: and bodily-kinesthetic
and the sciences, 185-87; and
sculpture, 200, 205; sex differences intelligence, 227–33; development
in, 193; and the Shongo, 212; and of, 232–33; evolution of, 230–32;
Turner’s syndrome, 196; and visual and invention, 245; and language
imagery, 182, 184–87, 196–205; evolution, 232–33; by nonhuman
and visual memory, 189–90, 202–5, primates, 227–28; and symbol
207–8, 211–12 systems, 233
streams of symbolization, 318–19, 321–22 Turner’s syndrome, 196
structuralism, see Piagetian theory twins, studies of, 36
Suzuki method, 4, 37, 105, 119, 385,
392–400; and composing, 396; “uniformist” view of intelligence, 296
critique of, 394–98; and imitation,
395, 396; and mother/child bond, van Leer project, x,
392–95; and personal intelligence, verbal memory, 82; in nonliterate
395; and sight reading, 396
symbolic development, 26, 318–33, and societies, 97, 98, 362–63
autism, 322; and brain damage, visual imagery, 182, 184–86, 196–97;
322; and canalization, 330; and
Chomskian theory, 339, 342–43; and originality, 185–86; and the
and flexibility, 330; and Piagetian sciences, 185–86, 199–200
stages, 330–31; and Piagetian visual memory, 189–90, 201–5, 207, 212;
theory, 330–31, 342 and chess, 202–205; and idiots
savant, 198; and painting, 211

waves of symbolization, 319, 323–325
Wernicke’s aphasia, 54, 94, 125
World Bank, 10, 386–387